Publication:
Identity and language policies

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dc.affiliation.dptoUC3M. Departamento de Economíaes
dc.contributor.authorAspachs-Bracons, Oriol
dc.contributor.authorClots-Figueras, Irma
dc.contributor.authorMasella, Paolo
dc.contributor.editorUniversidad Carlos III de Madrid. Departamento de Economía
dc.date.accessioned2008-04-08T08:27:57Z
dc.date.available2008-04-08T08:27:57Z
dc.date.issued2007-11
dc.description.abstractThe process of individual identity formation is still an enigma, as it is the capacity of public bodies to intervene on it. In 1983 the Catalan education system became bilingual, and Catalan, together with Spanish, was taught in schools. Using survey data from Catalonia and exploiting within and between cohort variation in exposure to Catalan language at school, results show that individuals who have experienced greater exposure to teaching in Catalan are more likely to say that they feel more Catalan than Spanish. Interestingly, the effect appears to be present also among individuals whose parents do not have Catalan origins. To the best of our knowledge, this is the first paper to analyze how policies affect individual identity.
dc.format.mimetypeapplication/pdf
dc.identifier.issn2340-5031
dc.identifier.repecwe077746
dc.identifier.urihttps://hdl.handle.net/10016/2363
dc.language.isoeng
dc.language.isoeng
dc.relation.ispartofseriesUC3M Working papers. Economics
dc.relation.ispartofseries07-46
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España
dc.rights.accessRightsopen access
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subject.ecienciaEconomía
dc.titleIdentity and language policies
dc.typeworking paper*
dspace.entity.typePublication
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